Comment: The challenge of treating young children with ADHD
Nikos Myttas
pp 3-3
Are we beginning to see a trend where attention deficit hyperactivity disorder (ADHD), which is increasingly being recognised at an early age, is treated with medication in the early years simply because there are limited non-medication resources available to clinicians?
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Pharmacotherapy for ADHD: latest developments in Spain
Pilar Gamazo-Garrán and Cesar A Soutullo
pp 4-6
In Spain, attention deficit hyperactivity disorder (ADHD – in Spanish, trastorno por déficit de atención con hiperactividad [TDAH]) has a long history. It has been diagnosed and treated in children for many years, and the pharmacotherapy for these patients has greatly improved over the last decade.
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Help for preschool children with ADHD: the New Forest Parenting Programme
Margaret Thompson and Cathy Laver-Bradbury
pp 7-10
Attention deficit hyperactivity disorder (ADHD) exists in children of preschool age (the prevalence rate is 3–5% in the USA) and those with severe symptoms will continue to have problems throughout their childhood. The symptoms are similar to those found in older children; for example, overactive behaviour, inability to sit still at story time, unwillingness to share toys, inability to wait their turn and frustration over social communication difficulties.
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An online degree module to increase awareness and understanding of ADHD
Gordon Brown and Ian Murray
pp 11-13
Attention deficit hyperactivity disorder (ADHD) has a worldwide prevalence rate of around 5% and is one of the most thoroughly researched disorders in medicine. It is associated with a broad range of negative outcomes for affected individuals and with a serious burden to families and society, making it a major public health problem. Despite this, until very recently there was little available in the UK in the way of formal training for professionals who directly work with those affected by the condition.
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The need to anticipate the ‘tipping points’ in the lives of young people with ADHD
Phillip Anderton
pp 14-15
It is 10 pm and the phone rings at Andy Smith’s home: it is Sergeant Johnson at the city police station, who tells Andy that his son Brian is in custody. Brian has been arrested for stealing and crashing a car. Andy panics and rushes out to the police station. Angry and frustrated, he ends up having a row with the sergeant and, for his son, the situation goes from bad to worse …
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Why parents need support in raising a child with ADHD
Myriam Menter, Gerhild Gehrmann and Johannes Streif
pp 16-17
Parents of children with attention deficit hyperactivity disorder (ADHD) bear a heavy burden, but parent support groups can help them carry that burden – as three volunteers from the German national parent organisation ADHS Deutschland explain in this article. [ADHS stands for Aufmerksamkeitsdefizit-Hyperaktivitätsstörung, the German for ADHD.]
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Obstacles to diagnosis and treatment of ADHD
Nikos Myttas
pp 18-21
The fundamental principles of the NHS, when it was launched by the Minister of Health Aneurin Bevan on 5 July 1948, were that healthcare should be free, comprehensive and available to all at the point of delivery and irrespective of income. It could be expected that these would apply to all medical diagnoses, but when it comes to mental health and developmental conditions such as attention deficit hyperactivity disorder (ADHD) that are still perceived as controversial, the path to diagnosis and treatment remains a thorny one.
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How special needs and ADHD should be approached during initial teacher training
Andy Bloor
pp 22-23
Teachers have a crucial part to play in helping school-age children with attention deficit hyperactivity disorder (ADHD) to learn to cope with their condition and achieve better results. So how should students be taught about ADHD during initial teacher training (ITT)? Andy Bloor shares his views on this key question.
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